Business graduate skills in sustainability

Mather, Glyn; Denby, Leanne; Wood, Leigh N.; Harrison, Bronwen

doi:10.1108/20412561111166049

Cited by 23 publications

(13 citation statements)

References 24 publications

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“…It is hoped that after learning about sustainability and engaging in experiential learning that is active and participatory, there will be positive outcomes for students on their course but also in their personal lives as part of wider society. Outcomes here are discussed in the form of students developing new skills where educators should expressly consider the capabilities that they are seeking to develop in their students from a sustainable living programme, which is often not done (Mather et al , 2011).…”

Section: Discussionmentioning

confidence: 99%

Learning by sustainable living to improve sustainability literacy

Qureshi

2020

IJSHE

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Purpose By using experiential learning theory, this study aims to examine how students engage in sustainable living practices that can improve their sustainability literacy and behaviours. It also explores their motivations and enablers. In doing so, the research seeks to develop a curriculum model that may assist educators in designing learning activities for sustainable living. Design/methodology/approach A qualitative study is conducted with 38 second-year undergraduate students on a sustainability-related module. Students are asked to engage in sustainable living practices for a six-week period. Descriptive statistics and inductive/thematic analysis are carried out on students’ reflective reports. Findings The results reveal five top sustainable living practices for students. The use of technology is revealed as an important enabler. Sustainable living motivations and approaches, and new skills are revealed. A sustainable living curriculum model is developed as a student-centric approach for fostering sustainability values. Practical implications The findings have implications for those teaching sustainability on the design of their learning content and activities by taking a student-centric approach to sustainable living. It also encourages active reflection throughout using an incremental learning process. Originality/value The research contributes to the existing literature by showing different choices and approaches for students’ sustainable living that can be considered when designing curriculum and educational activities to encourage maximum interaction in sustainable living. It develops a new curriculum model specific to sustainable living, and also builds on the concept of “learning by living”, an extension of learning by doing.

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Section: Discussionmentioning

confidence: 99%

Learning by sustainable living to improve sustainability literacy

Qureshi

2020

IJSHE

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“…Mather et al, 2011;Vu et al, 2011;Muff, 2012;Hardin et al, 2014). According to Bennis and O'Toole (2005) business schools have lost their way, moving towards curricula that are increasingly irrelevant to practitioners.…”

mentioning

confidence: 92%

Using the Delphi technique to support curriculum development

Sitlington

Coetzer

2015

Education + Training

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Purpose – The purpose of this paper is to present an analysis of the use of the Delphi technique to support curriculum development with a view to enhancing existing literature on use of the technique for renewal of business course curricula. Design/methodology/approach – The authors outline the Delphi process for obtaining consensus amongst a diverse expert group, provide an overview of the results of the study to demonstrate its value and present an analysis of participants’ reflections on the Delphi process experience. Drawing on participants’ reflections and the experience of using the technique the authors present a “good practice guide” for others seeking to apply the technique and discuss implications for practice and research. Findings – Analysis of participants’ feedback identified strengths and limitations of the process. Participants perceived that the process was efficient and fostered reflection on their own practice. The technique’s capacity to draw out varied views due to absence of dominant voices was highlighted. Limitations were perceived to be restrictiveness of the process and potential inability to address varying understandings. Participant feedback suggests the process may provide a fragmented approach to curriculum design. Research limitations/implications – The findings suggest avenues for future research, including examining how the Delphi technique can be incorporated into a holistic set of curriculum design field studies that are linked and ultimately lead to a well-designed curriculum. Originality/value – Current literature on the Delphi technique does not provide participants’ perspectives on the process nor researcher reflections on use of the technique. The authors address this gap and generate good practice guidelines for using the Delphi technique as a tool for curriculum renewal

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“…They indicate that while technical skills are critical, they are not enough to retain high performance levels over time (Yule et al, 2006). In parallel, with changes in company culture, curricula are influenced by moving from a pure knowledge-based outcome to more skills-based outcome, with the objective of developing skills that suit employer's expectations (Mather et al, 2011). In light of this, the influence of non-technical competencies within a sustainable framework and the nature upon which employers' perceive these non-technical competencies raises important questions.…”

Section: Studymentioning

confidence: 99%

Influence of sustainability scholarship on competencies – an empirical evidence

D’Souza

McCormack

Taghian

et al. 2019

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Purpose Curricula is developing from a pure knowledge-based outcome to a more skill-based outcome, with the objective of creating and advancing competencies that meet employer expectations. While the new Sustainable Development Goals (SDGs) demand organisations to change practices and adapt to sustainable goals, there is a lack of understanding in how competencies can enhance these goals. The purpose of this paper is twofold: Study 1 explores competencies related to sustainability required in a work force and examines employer perceptions on the existing literature for competencies. Study 2 empirically tests the influence of sustainability scholarship on non-technical competencies in the work force. Design/methodology/approach A mixed method approach was undertaken. A sample of managers from 39 large Australian organisations participated in the scoping study. This was followed by further interviewing executives from 12 multinational corporations in China to assess the validity of competencies and provide deeper understanding of the issues at hand. The quantitative study analysed a sample of executive responses from 229 multinationals in China using factor and regression analysis to test for the effects of mediation. Findings The research highlights that the underlying competencies regarding sustainability influences the bigger picture within firms for attaining sustainability. The affective and cognitive growth of sustainability scholarship is governed mainly by a firm’s sustainable values. Core organisational values facilitate the development of non-technical competencies. These relationships and their cumulative effect on competencies provide a theoretical framework for acquiring sustainability within organisations. Employees need sustainability scholarship for enhancing sustainability. Sustainability scholarship reflects high-level learning obtained through universities or training. The research found that non-technical competencies such as professional ethical responsibility mediate between core business competencies and sustainability scholarship. Originality/value By exploring employer’s perception of competencies, the study first makes an important contribution in addressing the need to support SDGs by bridging organisational-level competencies and sustainability literacy, which hold significant benefits for practitioners, academia and organisations at large. Second, the theoretical findings strengthen the need for embedding competencies in the curriculum. It conveys the need for sustainability literacy/scholarship to align with organisational training and learning pedagogies, in order to effectively meet industry needs. Third, it provides useful insights on employers’ estimation about workplace competencies and broadens our understanding on the contribution that competencies within organisations make to this end.

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Business graduate skills in sustainability

Cited by 23 publications

References 24 publications

Learning by sustainable living to improve sustainability literacy

Learning by sustainable living to improve sustainability literacy

Using the Delphi technique to support curriculum development

Influence of sustainability scholarship on competencies – an empirical evidence

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